Use of technology in teaching.

1. INITIAL EVALUATION MOMENT 1
TECHNOLOGY IN TEACHING AS A FOREIGN LANGUAGE
STUDENT
DAIRO LUIS MADARIAGA CASTELLANOS
CÓDE: 17.657.065
GRUPO: 551004_9
TUTOR:
RICARDO HERNANDEZ
OPEN AND DISTANCE NATIONAL UNIVERSITY (UNAD)
BACHELOR DEGREE IN ENGLISH AS A FOREIGN LANGUAGE
SCHOOL OF EDUCATIONAL SCIENCES
TECHNOLOGY IN TEACHING AS A FOREIGN LANGUAGE
MARCH- 2016

2. Table of Contents
Introduction…………………………………………………………………………….2
Body……………………………………………………………………………………..3
Conclusion……………………………………………………………………………....4
References………………………………………………………………………………5

3. Introduction:
The information and communications technology (ICT) are going through our life,
changing our views of the world and changing patterns of access to knowledge and
interpersonal interaction. Progressively, they have been incorporated in the curricula of
all levels of formal and non-formal education.
This addition is a critical pillar of the University must deal with: the training of
teachers. These spaces are influenced by training dilemmas think ICTs as an object of
knowledge and as a teaching tool. In addition to the necessary deconstruction of
teaching model that is essential when thinking critically on the inclusion of these tools.
In this article the current scenario of new digital technologies and the challenges of
teaching is described. Also moving towards some lines of work in the area of teacher
training.
Reframing the role of teachers is central for meaningful inclusion of technology in
teaching spaces. Strengthen their training seems to be the way.

4. Web 2.0 describes World Wide Web sites that emphasize user-generated
content, usability, and interoperability. The term was popularized by Tim O'Reilly and
Dale Dougherty at the O'Reilly Media Web 2.0 Conference in late 2004, though it was
coined by Darcy DiNucci in 1999. Although Web 2.0 suggests a new version of the
World Wide Web, it does not refer to an update to any technical specification, but rather
to cumulative changes in the way Web pages are made and used.
A Web 2.0 site may allow users to interact and collaborate with each other in a social
media dialogue as creators of user-generated content in a virtual community, in contrast
to Web sites where people are limited to the passive viewing of content. Examples of
Web 2.0 include social networking sites, blogs, wikis, folksonomies, video
sharing sites, hosted services, Web applications, and mashups.
Whether Web 2.0 is substantively different from prior Web technologies has been
challenged by World Wide Web inventor SirTim Berners-Lee, who describes the term
as jargon. His original vision of the Web was "a collaborative medium, a place where
we [could] all meet and read and write". On the other hand, the term Semantic
Web (sometimes referred to as Web 3.0) was coined by Tim Berners-Lee for a web of
data that can be processed by machines.
Retrievedof:https://en.wikipedia.org/wiki/Web_2.0
Web 1.0 is a retronym referring to the first stage of the World Wide Web's evolution.
According to Cormode, G. and Krishnamurthy, B. (2008): "content creators were few in
Web 1.0 with the vast majority of users simply acting as consumers of content.
Personal web pages were common, consisting mainly of static pages hosted on ISP-
run web servers, or on free web hosting services such as Geocities. With the advent of
Web 2.0, it was more common for the average web user to have social networking
profiles on sites such as Myspace and Facebook, as well as personal blogs on one of the
new low-cost web hosting services or a dedicated blog host like Blogger or LiveJournal.
The content for both were generated dynamically from content stored in a relational
database, allowing for readers to comment directly on pages in a way that was not
previously common.
Web 2.0 capabilities were present in the days of Web 1.0 but implemented differently.
For example, a Web 1.0 site may have had a guestbook page to publish visitor
comments, instead of a comment section at the end of each page. Server performance
and bandwidth considerations meant that having a long comments thread on each page
could potentially slow down the site.
Terry Flew, in his 3rd Edition of New Media described what he believed to characterize
the differences between Web 1.0 and Web 2.0:
"move from personal websites to blogs and blog site aggregation, from publishing to
participation, from web content as the outcome of large up-front investment to an

5. ongoing and interactive process, and from content management systems to links based on
tagging (folksonomy)".(retrieved of : https://es.wikipedia.org/wiki/Web_1.0)
Analysis about the way to use.
This change of scenery possible to think in unconventional teaching and learning
contexts, such as:
- The list servs, where participants interact giving their views on a topic to be discussed
via e-mail.
- Virtual collaborative projects: blog, wikis, etc.
- The virtual magazines.
- Others
These technological tools assume a new role for teachers and students and are based on
the assurance that learning should be based on the facilitation of critical thinking and the
development of strategies of appropriation and redefinition of knowledge. The Internet
is increasingly becoming the new literacy language in which everyone must take sides.
And if we use it to teach, we must begin to understand that the process needs to be
reviewed and reconstructed in the light of new rationales.

6. Conclusion
These ideas lead us to think the use of ICT in teaching spaces as a central theme of
educational management. In this sense, this collaboration tries to shed light on the
conceptual and methodological foundations on which should sustain this effort. Of
course, it is a long and uncertain road, as technology always presents us with the
challenge of ownership and educational use, but we must travel with the assurance that
training, reflection and research will help us in this way.

7. References
Burbules, N y Callister, T (h) (2001). Riesgos y promesas de las Nuevas Tecnologías de
la Información. GRANICA - Educación. Buenos Aires.
Cabero, J.; Bartolome, A. y otros (1999): "La formación y el desarrollo profesional de
los facilitadores en las TIC de la Sociedad del Conocimiento". EnTecnología
Educativa. Edit. Síntesis. Madrid.